Sequências didáticas investigativas sob a perspectiva da aprendizagem significativa: abordagens integradoras de conceitos sobre sistemas orgânicos, respiração celular e microbiota fúngica

Abstract

The teaching of Biology must play a key role in addressing the morphology and physiology of the human body, in a non-fragmented way, providing students in high school (HS) a perception of the functioning of their own body as a whole. The present work was based on the elaboration and analysis of the application of didactic sequences (DS) with an investigative bias, developed under the perspective of the Theory of Meaningful Learning (TML) and with the use of Educational Technology, about the organic systems concepts, through an integrated view of the human body. The DS were applied during regular Biology classes, for 196 students in HS, in the years 2020 and 2021, in the context of emergency remote teaching, due to the new coronavirus pandemic (Sars-Cov-2). Among the students, 40 of them participated in the research to collect and analyze data on the use of Digital Information and Communication Technologies (DICT), prior knowledge, understanding of the concepts addressed and their conception regarding the activities developed and applied. In this present study, a qualitative research of applied nature was carried out with descriptive and interpretive analysis of the data collected during the elaboration and application of three DS: DS1- "The functioning of the human body systems in an integrated way", as a proposal to enable learning about the integration of systems; DS2- "Cellular respiration for the understanding of the physiology of organic systems", as a proposal to explore the connection between energy metabolism on cellular respiration with the physiology of breathing, integrated with other systems of the human body; DS3 - "The digestive system and the interaction of fungal microbiota", as a proposal to address the connection between the intestinal fungal microbiota and humans, as a non-harmful, but mutualistic coexistence. The study demonstrated that the activities developed provided the understanding of the action of the systems in an integrated manner for 37 (92.5%) students; 28 (71%) students understood that the blood carries the nutrients obtained from the digestion of food to all organic systems and 35 (87%) understood that some fungi are part of the natural human microbiota. Among the strategies used, 26 (65%) students felt motivated by using the Virtual 3D Atlas, 33 (82.5%) considered the experimental procedures important, and 29 (72.5%) considered the use of Concept Maps pertinent to the teaching/learning process. It can be inferred that the thematic approach provided a construction of connections of the concepts, enabling a critical reflection by the students, and that the choice of pedagogical strategies enabled the motivation and the construction of knowledge.